To Have Technology or Not Have Technology Is Not The Question

I have read with great interest Larry Cuban's three-post series titled The Lack of Evidence-Based Practice: The Case of Classrooms Technology. As someone who supports the integration of more resources for students and educators, I think there is some truth to Mr. Cuban's words. However, as someone who has seen a number of anti-EdTech posts over the years, I also feel strongly that there is no new information here. 

It is quite easy to find examples where large amounts of money were spent on devices for schools with little forethought given to intended outcomes or professional development. We need look no further than Los Angeles Unified School District (LAUSD) which seems to be the poster child for anti-iPads/Devices in schools.  The bottom line in this whole conversation is summed up in the tweet below from Will Richardson. 

Unfortunately, I have spoken with many administrators who have spent money on devices without a firm understanding of what they intended to accomplish with them. But despite the fact that I believe the schools and districts who have integrated technological resources thoughtfully are in the minority, I am tired of those like Cuban who wish to throw the baby out with the bathwater. We need to put our energy into finding outliers where things are working well and highlight the steps that were taken in these schools and districts.

Assertions that success stories do not exist are false. But the difficult part here is pinpointing the real cause of success because it has much more to do with the mindset changes regarding learning than it does with the deployment of devices.  School communities that embrace a more constructivist mindset where students are encouraged to create their own understanding of key concepts with access to modern technological resources are what we all need to strive for.  

As Tim Holt points out in his rebuttal to the Cuban posts, Taking On Larry Cuban and The Case of Classroom Technology (Parts 1, 2, and 3), it is ironic that Cuban is utilizing technological resources like his blog and his Twitter account to get out his message. Imagine if he encouraged schools to teach students to use such platforms to connect and learn with others who share their passions on a particular topic? I imagine some of his colleagues at Stanford could show him some evidence of the successful integration of technology to impact student learning. 

Anyway, I am left to ponder the Five Stages of Innovation and wonder whether or not Mr. Cuban will ever hit the fifth stage? 

The Five Stages of Innovation 

1. People deny that the innovation is required. 
2. People deny that the innovation is effective.
3. People deny that the innovation is important.
4. People deny that the innovation will justify the effort required to adopt it.
5. People accept and adopt the innovation, enjoy its benefits, attribute it to people other than the innovator, and deny the existence of stages 1 to 4.

— Inspired by Alexander von Humboldt’s ‘Three Stages Of Scientific Discovery’, as referenced by Bill Bryson in his book, ‘A Short History Of Nearly Everything’.  (source - http://www.philcooke.com/five_stages_of_innovation/)

Digital Learning: Looking Back and Looking Ahead

As we enter a new calendar year, it is interesting to reflect on the changes we are seeing in regards to the impact of digital resources on the way we learn.  One thing I feel strongly about is that as long as we look at digital learning as something extra or separate, we will not be where we need to be. The fact of the matter is that we need to put aside the debates about which technology is the right one for students to access (i.e. tablet vs. Chromebook) and embrace the idea that there is a rapidly expanding number of digital tools that can enhance learning when thoughtfully employed.  In fact, knowing which resource to choose and when to utilize it is imperative for those who wish to be considered literate in the years ahead.

The National Council of Teachers of English has a framework which emphasizes that students must "Develop proficiency and fluency with the tools of technology"

Students in the 21st century should have experience with and develop skills around technological tools used in the classroom and the world around them. Through this they will learn about technology and learn through technology. In addition, they must be able to select the most appropriate tools to address particular needs.

Unfortunately, the discussions on education in 2013 has been too focused on which technological devices schools are incorporating into their classrooms and less about how schools are rethinking education and creating more inquiry-based opportunities for students. Hopefully 2014 can focus less on the stuff and more on the substantive changes that are possible when we think about the opportunities that can be afforded all students if we begin to embrace the possibilities for differentiation  to meet the needs of all students.

The video short below from Michael Horn, co-founder and Executive Director of Education at the Clayton Christensen Institute for Disruptive Innovation, makes some good points in regards to the past year and what we can expect in 2014.  I hope that Horn's predictions that we will see some interesting flex models that push the thinking on how schools use time, as well as, a bigger focus on competency-based learning instead of seat time ring true.

Parenting In The Digital Age...Join The Conversation

Dealing with digital devices in the hands of our children is a constant struggle for so many parents. How long should we allow them to be online? How can we best monitor their activity? Should we just ban certain websites or apps?  

There is not a day that goes by that I don't spend some time thinking about these issues. With this in mind, I am looking forward to our next Parent Technology Night in January (see information below) where we will have an open discussion about these questions and others.  

In the meantime, I was struck by the following quote from a great blog post on Slate by Danah Boyd and Eszter Hargittai titled How Politics, Race, and Socioeconomic Status Affect Parents' Fears About Tech.

While there is a great deal to talk about here, my takeaway is the following:

"The internet is a part of contemporary public life.  Engagement with technology is key to helping youth understand the world around them."

Over the next month and half, I plan on reading two different books to further my thinking on this important topic:

The App Generation -  by Howard Gardner and Katie Davis.

Smarter Than You Think: How Technology is Changing Our Minds for the Better  - by Clive Thompson